Criterion 3 – Teaching and Learning Approach
AUNQA requirements for Criterion 3
3.1 Guided by philosophy
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Diagnostic questions
- Is an educational philosophy explicit and shared by all the teaching staff? What is it?
- What are teaching and learning activities that reflect the educational philosophy?
- Is the teaching provided by other departments (e.g. general courses) satisfactory? How is it evaluated?
- Are the teaching and learning methods used aligned with the ELOs?
3.2 Responsible participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Diagnostic questions
- Do the students participate with responsibilities in learning processes? In what teaching and learning activities?
- What are the students’ responsibilities in the teaching and learning activities?
3.3 Learning by action
The teaching and learning activities are shown to involve active learning by the students.
Diagnostic questions
- What are teaching activities used to promote learning by action or active learning?
- Is practical training a compulsory or optional part of the programme?
- Are the extent and result of practical training satisfactory?
- What benefits do employers and students gain from the practical training?
- How are students coached to do well in the practical training?
- How is the assessment for practical training done?
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning.
Diagnostic questions
- By what teaching and learning activities is a commitment to life-long learning instilled in students?
- How do the teaching activities enhance life-long learning?
- Do the chosen methods fit into the learning outcomes of the courses?
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Diagnostic questions
- What are teaching and learning activities used to inculcate in students entrepreneurial mindset?
- How do the teaching activities help students develop entrepreneurial mindset?
- Do the chosen methods fit into the learning outcomes of the courses?
- How is the assessment done?
3.6 Teaching and learning improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Diagnostic questions
- How is the teaching and learning approach evaluated?
- What is the procedure for evaluation and improvement of the teaching and learning approach?
Scoring for TRSU QA
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3 items | 4 items | 5-6 items |
AUNQA scoring rubrics
A seven-point rating scale used for AUNQA assessment is described below.
1. Absolutely inadequate
The QA practice to fulfil the criterion is not implemented.
There are no plans, documents, evidences or results available.
Immediate improvement must be made.
2. Inadequate and improvement is necessary
The QA practice to fulfil the criterion is still at its planning stage or is inadequate where improvement is necessary.
There is little document or evidence available.
Performance of the QA practice shows little or poor results.
3. Inadequate but minor improvement will make it adequate
The QA practice to fulfil the criterion is defined and implemented but minor improvement is needed to fully meet them. Documents are available but no clear evidence to support that they have been fully used. Performance of the QA practice shows inconsistent or some results.
4. Adequate as expected
The QA practice to fulfil the criterion is adequate and evidences support that it has been fully implemented. Performance of the QA practice shows consistent results as expected.
5. Better than adequate
The QA practice to fulfil the criterion is better than adequate. Evidence supports that it (the QA practice) has been efficiently implemented. Performance of the QA practice shows good results and positive improvement trend.
6. Example of best practice
The QA practice to fulfil the criterion is considered to be example of best practices in the field. Evidences support that it has been effectively implemented.
Performance of QA practice shows very good results and positive improvement trend.
7. Excellent (example of world-class or leading practice)
The QA practice to fulfil the criterion is considered to be excellent or is an example of world-class practices in the field. Evidences support that it has been innovatively implemented.
Performance of the QA practice shows excellent results and outstanding improvement trends.
How to write a response to the criterion requirements
- The response should describe a QA practice that the program do to fulfil the criterion. The QA may be a PDCA (plan-do-check-act) process to ensure the quality, and include documentation, evidence and result of the implementation.
- The response should illustrate clearly what the QA mechanisms or instruments are; when, where, by who, and how they are implemented and managed to fulfil the criteria.
- The response should identify and evaluate problems or issues that are not addressed, and indicate how the problems will be dealt with. The diagnostic questions in each of the criterion requirements may help identify the problems.
- To be concise and factual, the response should focus on information or data (or objective evidence) that directly addresses the criteria, and provide trends and statistics to show achievement and performance.
How the QA practice fulfil the criterion
Quality assurance practice should have QA plan that evaluates and may modify organization’s procedures to ensure that they provide the desired results. It includes documentation for the planning, implementation and assessment procedures for a project, process or any QA activity. To fulfil requirement 1.1 Outcomes formulation, for example, the QA plan should provide information to answer the following questions.
- What procedure does the program use to formulate the expected learning outcomes?
- Is a learning taxonomy used to write the statement of LOs? What taxonomy and how is it used?
- Is the taxonomy used for program or course learning outcomes, or both? Why?
- What are the objectives in terms of the quality of the learning outcomes (e.g. transparency, ease of assessment, the extent of alignment, enabling hierarchy, effectiveness, clarity to the stakeholders)?
- What is the process used to ensure that the quality objectives are met?
- What is a method used to measure the achievement of the quality objectives?
Operational Result
3.1 Philosophy guide
The educational philosophy is shown to be articulated and communicated to all stakeholders. It is also shown to be reflected in the teaching and learning activities.
Program report
…….
Airline Business Program Educational Philosophy:
The program is designed for producing the Bachelor in Airline Business which is a good human capital resource has a personal integrity, professional ethics, fellowship of society and self-actualization to discipline in an academic and a profession. Airline Business student has a professional knowledge, practical knowledge, application knowledge and research know-how that leads to problem-solving, knowledge application, and professional development integrating of multi-disciplines and technologies in field of the classical and the modern airline business skills for the real business and industry.
The Airline Business program crafted its expected learning outcomes and course learning outcomes from the St Teresa International University (TRSU) Vision and Mission and Thailand Qualification Framework (TQF) attributes. For teaching and learning styles and strategies as an Innovative institute, the college/university adheres to the Educational Philosophy from Perennialism to Progressivism/ In perennialism the traditional approach to teaching which is teacher-centered focused gave learners no or less chance to perform a classroom activities because it is being monopolized by the teacher perse. However in progressivism which believe that individuality., progress and change are fundamental to one’s education. Identifying students and concerns to shape problems around them is the main philosophy for class activities and self-study time (mentioned in TQF3 on each course). Also sub-topics on each course that are modified from the student feedback and or alumni survey result and information (gathered through online survey or administered onsite questionnaires, direct feedback from industrial side, government organization and international partners (MOU) which are all stakeholders of the program.
Once the assessment for each any semesters is done, the program holds the meeting for checking and discussion the variation of the output and outcome for improving the teaching and learning style, strategies and activities for the next round. One important thing is stakeholder feedbacks which reflect or claim for each course and then the program committees will gather together for assessing, reviewing, revising and making a guideline to reach the main goal of the innovative education successfully. (Appended: 3.1.1. & 3.1.2 .)
3.2 Learning participation
The teaching and learning activities are shown to allow students to participate responsibly in the learning process.
Program report
…….
The TRSU, FBA, Airline Business program conducted meeting to plan for the upcoming term. Before starting the semester, all courses were available via the online Management Information System (MIS) or the Registration posted it on bulletin boards for walk-in applicants to see. Registered students would be informed to enroll in courses on the TRSU website. The course coordinators and the instructors distributed lesson plans with materials and/or assignments to the students in the online platform called Google classroom. The course requirements and CLOs would be communicated to students on course orientation day or on the MIS, through TRSU email given to them when they join classes. Therefore, the students understood their roles and responsibilities to participate in every teaching and learning activity and assessment.
The course coordinator allowed students to be involved in the teaching and learning process, such as making the agreements/contract for learning activities, setting the submitted date for assignments, identifying the number of group members, and planning project work, presentation and other classroom related activities. The Airline Business program uses several teaching and learning approaches and strategies to ensure the attainment of both course learning outcomes and expected learning outcomes TQF3 Section 2.2 ( Append 3.2.2) For courses that emphasize cognitive knowledge leading to achievement of ELO 1, 2 and 3 lectures are the main teaching approach. The elective courses which are independently selected by an individual student, provide the knowledge for complying with ELO3. These learning management was reflected in the TQF3 of the AY 2023-2024. (Append: 3.2.2)
The student’s participation in teaching and learning is essential to engage them in all types of classroom thinking and skills development. No student has to be left out and each student has to leave the classroom with useful knowledge to reflect on. Even though the group is heterogeneous, the teacher has to unearth each student potential to participate in the form of Multiple Intelligence. Column 2 (Append 3.2.1) deals with how a teacher will engage students or let them participate.
During course operation, students could be involved in the learning process by sending their opinions to the course coordinator and/or instructors or they could send directly to the Airline Business program Head or, Dean , Vice-pres. of Academic Affairs. In academic year 2019- 2021, due to COVID-19 pandemic situation, every course had to change teaching and learning activities to be online learning and/or hybrid learning. The students had to follow the MIS online closely and consistently participate in teaching and learning activities with open cameras. After finishing, the course coordinators provided the students evaluation and feedback on the learning process through course evaluation before they can check their own grades online.
Even Covid-19 was over, our Program was in-full blast to use asynchronous platform to address future situation which is beyond human control.
3.3 Active learning
The teaching and learning activities are shown to involve active learning by the students.
Program report
…….
Engagement in learning is one of the key elements for each student to develop and to improve their existing potentials. Learning is fun onsite or offline as long as learners enjoy and gain knowledge in various (Append 3.3.1) online portals and files of activities. Active learning is emphasized in the learning process rather than the subject matter to facilitate the student’s engagement throughout the teaching and learning activities. Active learning methods were chosen congruent with the topic learning outcomes (TLOs) to achieve the course learning outcomes. There were various teaching and learning activities for theory courses (TQF3 Sec 4.1 Column 2) such as think-pair-share, brain-storming, analysis, or reactions to videos, debates, dialogue, and analytic case studies or situations. The individual assignments were take home exams, online tests, simulation online practice, mind mapping, searching, writing report, and self-reflection and others.
Updated software applications is provided by our University to support learners and lecturers on their existing gadgets and technologies.
The students were also given the chance to visit and immerse in the airport like Suvarnabhumi (Append 3.3.3) For laboratory courses, students were assigned into small groups (5-10 individuals) to practice ground or in-flight service procedures under-supervision of lecturers and to provide a return demonstration completely, with enough time for self-practice. For active learning, for example, lecturers assigned group work to role play in the AB Mock-up room to promote active and passive business operations particularly in the check-in counter until it reaches the boarding gate.
Learners had the privilege to learn direct experiences from real situations and then they always self-reflected for self-development. It has been an activity for students to welcome new freshmen an they design the whole day program for them like the Rub Nong (Append 3.3.4)
Due to the COVID-19 pandemic situation in the academic year 2020-2021, hybrid-learning activities were provided instead of regular teaching and learning activities. Synchronized and synchronized online learning was used for theory courses. The instructors used debriefing methods to enhance students learning for students to achieve their learning outcomes. After course completion, course evaluations were provided to students as feedback about active learning methods. (Evidence: TQF5 Course Evaluation on the MIS).
3.4 Life-long learning
The teaching and learning activities are shown to promote learning, learning how to learn, and instilling in students a commitment for life-long learning (e.g., commitment to critical inquiry, information-processing skills, and a willingness to experiment with new ideas and practices).
Program report
The Airline Business Program inculcated problem-solving and decision-making competencies to instill airline business students for life- long learning since the problem-solving and decision-making processes require several concrete skills; inquiry-based learning, knowledge searching, logical thinking, analytical thinking, communication, teamwork management, leadership, and self-development. During their study on the subject 216 497 Research on Trends in Airline Industry (Append 3.4.1) The research output is the application of all the life-long learning skills as they level up to their career as well as demonstrate it in their future workplaces.
Additionally, the airline business process included assessing a client’s security and safety problems, to identify passenger’s identity with the properly supportive online data, to plan passenger service and good relationship using the best evidences, to implement servicing care, and to evaluate the outcomes for improvement. This was demonstrated during an open house visit of 120 counselors and teachers from different provinces of Thailand as well as the 80 pupils of Malasawan School including their director and counselors. (Append 3.4.2).
To attain this goal, the Airline Program formulated the “PLO6: Use information technology (Append 3.4.3) to learn and to practice ground and in-flight services particularly in the use of kiosk, ticketing, check-in counter and boarding gate”, “PLO7: Express analytical and systematic thinking, logical thinking, and creative problem solving” and “PLO8: Discusses social skills, leadership, collaboration and teamwork with reflection, self-development, and professional enhancement” that were distributed to the courses by curriculum mapping. The courses formulated CLOs and designed teaching and learning activities to enhance problem-solving and decision-making competencies of airline business students such as their experiences and problem encountered during their internship.
3.5 Entrepreneurial mindset
The teaching and learning activities are shown to inculcate in students, new ideas, creative thought, innovation, and an entrepreneurial mindset.
Program report
…….
The employers as the external stakeholders required students to have the creative and innovative idea that aligned to the Faculty of Business Administration’s vision to enhance the airline business innovation for continuity of customer/consumer service. To achieve this skill, the Airline Program program formulated program learning outcome number 3: Apply knowledge regarding creativity and innovative developments in the airline business”. The program students exhibited their self-made enhanced simulator that is resilient to any situation and it can help airlines to solve unexpected circumstances in the future like the previous Covid-19 pandemic.
Airline Business program exhibited their proposed simulators to airline companies as their individual project in Airport Management headed by Aj Porerk and Aj Harirama Krishnan, evaluated by chosen lecturers. The students showcased their knowledge on theories and concepts of the course as well as their communication skills in English language (Append 3.5.1 ) Project 1.
The students participated in the satisfaction survey of the project which was rated an overall mean 4.35 or very highly satisfied. The students suggested conducting the same project again in the years to come because it will upgrade students’ knowledge.
The courses corresponded to the program learning outcome. For example, in the first-year, the courses of “Computer Application Literacy” and bright ideas in Principles of Marketing particularly product development (Append 3.5.1 ) Project 2. that can be offered to the market for sale developed the students’ digital literacy and entrepreneurial mindset. In the second-year, the ‘Innovation in Airport Management’ course provides students with the concept of idea thinking and innovative design which leads them to create simulators too.. In the third year, the “Basic Research in Airline Business” course offered experiences of development of mini-research and/or innovation in Airline or Aviation operations. In addition, every practicum Airline Business course corresponded to design the teaching and learning activities to promote creative thought, innovative idea, such as project-based learning, technology-enhanced learning, and simulation-based learning.
Furthermore, the students were involved in extra-curricular activities that promote creative though. The Faculty of Business Administration allocated a budget to support the innovative development project of the students. ( Append 3.5.2)
3.6 Continuous improvement
The teaching and learning processes are shown to be continuously improved to ensure their relevance to the needs of industry and are aligned to the expected learning outcomes.
Program report
Learners nowadays like the Airline Business students are exposed to advance technologies. They are easily got bored if their teacher monopolizes the whole study hours. This approach does not make sense to our students at present
Before, classroom management techniques have focused on teachers—giving advice on how to instruct students and manage their behavior. In contrast, effective classroom management in the 21st century calls for a shift to student-centered approaches that place students at the center of the learning experience. They have to learn by doing things by themselves and give them the freedom to navigate information across their distance. The Airline Business students have created a booklet to ameliorate their existing knowledge and be able to demonstrate them to the community (Append 3.6.1).
In the Airline Business program, it is advisable to work with the students to set up a classroom that supports exploration, motivates students, and genuinely involves them in meaningful learning experiences. One has to develop techniques for building positive teacher–student relationships and dealing with difficult students to prevent learning struggles. This was demonstrated during the English Camp Project at Christah Songkroh School wherein our students displayed the learning outcomes and shown improvement in conducting ground and in-flight services (Append 3.6.2)
If one is student centered focus, the students will practice taking responsibility for themselves, making good choices, and taking ownership over their own learning as well as experiences. A lecturer can assist them in this process by creating activities with high levels of engagement and nurturing a prosocial learning surrounding that exhibits positive academic and social output. This learning management is able to transform the classroom into an environment where students take charge of themselves and their learning at their own disposals. They were also given the chance to showcase their knowledge and skills during the visitation of 120 counselors/provinces from different around Thailand. They displayed also improvement during the open-house (Append 3.6.3) attended by 80 students from Malasawan School (Append 3.6.4)
Evidence
Assessment scores
| Requirements | Self score | Assessors’ score |
| 3.1 Philosophy guide: Educational philosophy is articulated and reflected in the teaching and learning activities. | 1 | 1 |
| 3.2 Learning participation: The students are allowed to participate responsibly in the learning process. | 1 | 1 |
| 3.3 Active learning: Teaching and learning activities involve the students in active learning. | ||
| 3.4 Life-long learning: Teaching and learning activities instill in students a commitment to life-long learning. | 1 | 1 |
| 3.5 Entrepreneurial mindset: Teaching and learning activities inculcate in students new ideas, creative thought, innovation, and entrepreneurial mindset. | 1 | 1 |
| 3.6 Continuous improvement: Teaching and learning processes are continuously improved to meet the needs of industry and to align to the expected learning outcomes. | 1 | 1 |
| Overall score (see table below) | 5 | 5 |
Scoring guide
| TRSU-QA score | 1 | 2 | 3 | 4 | 5 |
| Items showing QA practice | 1 item | 2 items | 3-4 items | 5 items | 5 items + 3.6 |